The Effects Of Students Predispositions Toward Communication, Learning Styles, And Sex On Academic Achievement

Allen, Jerry L.; Long, Kathleen M.; O'Mara, Joan; Judd, Ben B.

doi:10.19030/tlc.v4i9.1549

Cited by 4 publications

(7 citation statements)

References 52 publications

(25 reference statements)

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“…Accordingly, the importance of Omani students’ high behavioural intention to share and exchange knowledge is clarified. Managers and staff members characterised by a positive attitude and subjective norms (So and Bolloju, 2005; Jolaee et al , 2014) inspire students to share knowledge (Allen et al , 2007; Liu et al , 2013; Naser et al , 2016b). Abili et al (2011) determined a strong relationship among managers, staff and students’ subjective norms and knowledge-sharing intention.…”

Section: Construct Development and Literature Reviewmentioning

confidence: 99%

Determinants of knowledge-sharing behaviour among students at higher educational institutions in Oman: a planned behaviour theoretical perspective of knowledge sharing

Fattah

Mohamed

Bashir

et al. 2020

GKMC

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Purpose This paper aims to investigate how students’ attitude (SA), students’ subjective norms (SN), students’ knowledge sharing intentions (KSI) can contribute to the enhancement of knowledge sharing behaviour (KSB) among students at higher education institutes (HEI) in Oman. Design/methodology/approach This study follows the quantitative methodology and the deductive causal research approach. The data were conveniently collected through a Web-based questionnaire (Google forms) from 285 active students who are affiliated to Omani universities. SPSS was used to statistically analyse the collected data, including partial least square-structural equation modelling (PLS-SEM V3.3) to draw the results. Findings The study concluded that SA has both direct and indirect positive impact on SN, KSI and KSB. Moreover, the result revealed that there is a mediation effect between SA and KSB through KSI, SA and KSI when SN is playing as a mediation role. Research limitations/implications Although this study contributes to the existing body of knowledge, this study is limited by the scarcity of the related literature in the Omani context. It is recommended that these shortfalls be addressed together while improving the knowledge-sharing behaviour among students and administrative staff. Furthermore, the potential variation between academic staff and students in terms of factors affecting their intentions to share knowledge within HEIs should be explored. Practical implications This research provides policymakers in academic fields with the appropriate approaches to leverage the knowledge-sharing behaviour amongst Omani students with the understanding of the main factors affecting individuals’ knowledge-sharing behaviours. Social implications This will help in improving the means of employing and practising knowledge-sharing strategies within HEIs, which can generate competitive advantages amongst students and institutions while benefiting knowledge management strategies and its members. Originality/value The importance of the study stems from its context being conducted in Oman as a developing country. In addition, this study is one of the initial attempts to investigate KSB by considering SA, SN and KSI and its applicability on HEI in Oman. The findings of the study can serve as inputs to HEI in developing best practices across KSB dimensions and expanding the knowledge-sharing culture amongst HEI’s students in Oman. One of the developed strategies is the spreading of the knowledge-sharing culture among students by positively directing their attitude towards the practices of knowledge exchange.

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Section: Construct Development and Literature Reviewmentioning

confidence: 99%

Determinants of knowledge-sharing behaviour among students at higher educational institutions in Oman: a planned behaviour theoretical perspective of knowledge sharing

Fattah

Mohamed

Bashir

et al. 2020

GKMC

View full text Add to dashboard Cite

show abstract

“…Previous research has revealed a significant relationship CA and learning preferences using participants from high school and collegiate settings (Allen et al, 2007; Andersen & Bell-Daquilante, 1980; Bourhis & Berquist, 1990; Bourhis & Stubbs, 1991; Dwyer, 1998; Johnson, 2003). This study sought to extend this body of research by testing whether a similar relationship exists between CA and learning preferences in an organizational setting.…”

Section: Theoretical Rationalementioning

confidence: 99%

“…Three extant studies have examined how CA influences learning style preferences (Allen et al, 2007; Bourhis & Stubbs, 1991; Dwyer, 1998). Two of these studies used the Grasha-Reichmann Student Style Scale (see Reichmann & Grasha, 1974) to assess undergraduate students’ inclination for six learning styles: independent, dependent, avoidant, participative, collaborative, and competitive.…”

Section: Theoretical Rationalementioning

confidence: 99%

“…Two of these studies used the Grasha-Reichmann Student Style Scale (see Reichmann & Grasha, 1974) to assess undergraduate students’ inclination for six learning styles: independent, dependent, avoidant, participative, collaborative, and competitive. Results, albeit somewhat inconsistent, revealed that students with high traitlike CA demonstrate a preference for the avoidant learning style (Allen et al, 2007; Bourhis & Stubbs, 1991) and independent learning style (Allen et al, 2007) while students with low traitlike CA demonstrate a propensity for the independent, collaborative, and participative styles (Bourhis & Stubbs, 1991). The third study (Dwyer, 1998) measured undergraduates’ proclivity for four learning styles (collaborator, evaluator, experimenter, and explorer) as conceptualized by the Learning Type Measure (see McCarthy, 1994).…”

Section: Theoretical Rationalementioning

confidence: 99%

“…Previous research has revealed a link between communication apprehension (CA), or the degree of fear/anxiety one feels when communicating with others (McCroskey, 1977), and learning preferences (Allen, Long, O’Mara, & Judd, 2007; Andersen & Bell-Daquilante, 1980; Bourhis & Berquist, 1990; Bourhis & Stubbs, 1991; Dwyer, 1998; Johnson, 2003). However, previous studies have only tested this relationship in academic settings using high school and undergraduate students.…”

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confidence: 99%

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The Relationship Between Communication Apprehension and Learning Preferences in an Organizational Setting

Russ

2012

Journal of Business Communication

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This study extends previous research by examining the relationship between communication apprehension (CA) and learning preferences in an organizational setting. Findings suggest a correlation between employees' high CA and a preference for the reflective observation learning mode as well as the diverging and assimilating learning styles. Conversely, results revealed a correlation between employees' low CA and a preference for the concrete experience and active experimentation learning modes as well as the accommodating learning style. The author discusses the theoretical and practical significance of these results as well as proposes future research directions.

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Sinif Öğretmen Adaylarinin Öğrenme Sti̇lleri̇ni̇n Coğrafya Dersi̇ne Yöneli̇k Tutumlarina Ve Akademi̇k Başarilari Üzeri̇ne Etki̇leri̇

Turan¹

2015

NWSA

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The purpose of this descriptive study is to determine the effects on students' attitude and achievements in the geography course of different learning styles in classroom teacher candidates. Because, according to the results of many research there are differences in students' learning styles and that these differences will affect on generally learning process and attitude to the courses. With this aim, Kolb Learning Style Inventory (This learning style inventory provides research on how to determine the different students' learning styles) and Geography Attitude Scale relation to geography course was administered to 350 candidates in departments of the classroom teacher at the Education Faculty, Recep Tayyip Erdogan University. In addition to these, the interviews were made with 18 teacher candidates. The result showed that there no had a meaningful different between teacher candidates' learning styles and their geography achievement score; however, there had a little meaningful different between learning styles and attitudes regarding their geography course.

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The Effects Of Students Predispositions Toward Communication, Learning Styles, And Sex On Academic Achievement

Abstract: Females are more apprehensive when talking in class, but more nonverbally immediate, and prefer a collaborative learning style. Males prefer independent and avoidant learning styles, and report learning less than females.

Cited by 4 publications

References 52 publications

Determinants of knowledge-sharing behaviour among students at higher educational institutions in Oman: a planned behaviour theoretical perspective of knowledge sharing

Determinants of knowledge-sharing behaviour among students at higher educational institutions in Oman: a planned behaviour theoretical perspective of knowledge sharing

The Relationship Between Communication Apprehension and Learning Preferences in an Organizational Setting

Sinif Öğretmen Adaylarinin Öğrenme Sti̇lleri̇ni̇n Coğrafya Dersi̇ne Yöneli̇k Tutumlarina Ve Akademi̇k Başarilari Üzeri̇ne Etki̇leri̇

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